1. J. Evans St. Clair County RESA
Unwrapping Essential Standard(s) Breakdown
Step One: Once essential standards (what we want all students to learn) are identified, focus on the Key
Words in each standard (circle the verbs, underline the nouns or the skills students are expected to do)
Step Two: Map It Out
What will students do?
(Do)
Skill (verbs)
With what knowledge or
concepts? (Know)
(basic declarative
and procedural knowledge)
-Facts
-Vocabulary
-Definitions
-Formulas
In what context?
(Understand)
-Big Ideas
-Core Principles Generalizations
-Real-World Connections &
Application)
Step Three: Analyze the
Target
(Level of Thinking)
• Level 1 – prerequisite
skills
• Level 2 – Simpler skills
• Level 3 – Grade level
skills
• Level 4 – More Complex /
extended skills
Step Four: Learning Targets:
Determine the Big Ideas: (What is our picture of success for our students? In what context will they be required to perform
this task? With what level of complexity or rigor? Are there exemplars to inform students of their learning target(s)? What
does it look like?)
Step Five: Establish Guiding Questions to Be Answered in Your Instruction: (How are we going to teach it?)
Assessment Method / Timeline: (How will we know if and when they have learned it? How will we respond when
some students don’t learn it, need more practice, or already know it?)
RI 3.2 – Determine the main idea of the text; recount the key details and explain how they support
the main idea.
determine
recount
explain
I can identify details from the text.
I can explain how details from the text support the main idea.
I can determine the main idea of a text.
I can use signal words to locate supporting details in the text.
How does identifying key details help to identify the main idea and build understanding of the text?
Identifying the main idea and details in an informational text helps the reader to understand the author's message.
Benchmark Unit 1
highlighting criteria: highlight main idea in green and supporting details in yellow
revisit at end of unit 1
The main idea of a text is the central
thought or point the the author is trying
to make about a topic.
Recount means to retell with details.
The main idea of informational text is
often stated explicitly in a topic sentence
or opening paragraph.
An author will often use signal words to
show supporting details in a text
Vocabulary:
explicit/explicitly
key details
main idea
recount/retell
signal words
supporting detail
signal words: such as,
also, one reason, and
another
grade level text
author's message
ELL document
Benchmark leveled
groups
2. J. Evans St. Clair County RESA
SMART Goals – Action Planning
Current Reality What is the data showing as the
greatest need?
What specific skills and concepts must
we focus on?
Desired Reality (SMART Goal)
Example: By June 2015, 100 % of all students
will contribute to partner, small group, and
classroom discussions by sharing relevant
information 2-4 times in every discussion
opportunity and attaining an average score of
3 as measured by our school discussion rubric.
What specifically will students do?
To what extent and by when?
As measured by what?
SMART Goal:
Action Plan – Steps
Evidence of Learning/Success
What is our step-by-step plan to
accomplish this goal?
What tools (Formative Assessments) can
we use (or create) to check whether
students are making progress?
Timeline:
By June 2016, 100% of all
students will identify the main
idea and at least 2 details
supporting the main idea in
informational text with an average
of 85% success as measured by
third grade highlighting criteria.
